CASE SUMMARY SHEET

Student Name:
__________________ Age: 9 Grade: 4th Date: 2/14/16
Tutor: N. Walter
Reading Rate
Word Lists (WRI) Passage Reading (WRC) Comprehension
(FLUENCY)
Timed Untimed WRC % questions answered correctly
Difficulty Level ORAL SILENT
Timed Total (% read
 WPM WPM ORAL SILENT LISTENING
%age %age correctly)
Preprimer 1 100       Preprimer                                    
Preprimer 2/3 100       Preprimer 2/3                                    
Primer 95 95 Primer                                    
1st 100 100 1st                                    
2nd 70 75 2nd 99 (N) 81       88            

99 (N) 81 (N) 88 (N)

3rd 60 70 3rd 70 75 100
98 (E) 70 (E) 63 (E)

4th 40 40 4th                                    

5th             5th                                    
6th             6th                                    
UM             UM                                    
HS             HS                                    

Spelling Writing Affective Measures Comments

WTW Inventory: PSI ESI USI Strengths Weaknesses
  Organization  Word Choice Affect for Reading:  Annabelle enjoys
Score: 4 / 31 = 13%  Story Sequencing  Details Raw %ile to read mysteries ,
(total number missed / correct)
 Ideas  Conventions Academic 29 47 informational text,
Examples of Spelling Confusions:
  Sentence Fluency Recreation 34 78 and plays
Vowel Patterns: ir (squirt), ou (pounce),
ai (sailor), oy (disloyal)  Total 63 72  • She plays
Complex Consonants: -dge (smudge), -tch softball for fun
(scratches)  • Doesn't mind
Inflected endings and Syllable Juncture: reading in school
-pped (trapped), -tted (knotted), ll but does not like
(village) , nn (tunnel) the subject of
Unaccented final syllables: -or (sailor and reading in school
humor), -age (village), -al (disloyal), -ate because she is a
(illiterate), -al (medicinal) slow reader. She is
Affixes: con- (confidence), -ible (visibile), intimidated by
-ence (circumference), -ance (dominance), thick books
-ine (chlorine), -tion (commotion), -ible  • Has learned a
(irresponsible), -sion (succession) few strategies to
Reduced Vowels and Unaccented Syllables help her when
are Missing reading from her
Greek and Latin Elements: fortun- dad.
(fortunate), circum- (circumference), civil-  • does not let her
(civilization), arch (monarchy), medic- struggle of reading
(medicinal) discourage her
Assimilated Prefixes are Missing from enjoying
books in her
leisure time :)

1s 2n
INDEPENDENT LEVEL t INSTRUCTIONAL LEVEL d- 3rd FRUSTRATIONAL LEVEL 4th

Other Assessments and/or Anecdotal Notes:

Instructional Goals:
Word Knowledge
 Phonics and Spelling:
- Reading decodable texts
which focus on (and contain)
each weeks spelling feature
- Phonics games which target
WWP features
- word and writing sorts
-blind sorts
Word Identification:
-Building high frequency words
with letter tiles
-dictated sentences
-Use of a word bank/wall for
systematic instruction
Fluency Comprehension & Vocabulary Writing
 Annabelle will increase her  Vocabulary 4 square: what it  Annabelle will practice
accuracy, speed, and prosidy is, use it in a sentence, picture, writing through written
through the following synonyms responses to reading. The
activities: following are strategies to
help us focus on improving:
- Reader's Theater  DR-TA's  Word Choice- stronger
- Taped Readings  Retellings adjectives and "showing not
- Use of poetry and songs to  Use of graphic organizers telling" details by:
develop phrasing  Introduce and Model then  1. Using a graphic organizer
- Precision Drills (high frequency guided/independent practice of with 5 senses columns (I hear,
word phrases) the following comprehension I see, I smell, I feel, I taste)
- choral and echo reading strategies: during planning for writing
-rereading -Visualizing stages
- Questioning
- Monitoring  Modeling and practicing the
strategy of use of details.
 Use of pictures (from books)
to help aid in practice writing
with details
 • Sentence Fluency-
sentence variety in length and
word choice as well as making
sure that Annabelle is forming
complete sentences rather
than phrases in writing by:
 1. We will discuss and practice
sentence structure by labeling
sentences and identifying each
part and work on expanding
sentences (sentence starters
list will be given to aid in this
as well)
 2. After writing, highlight the
first word in each sentence to
make sure that they vary and
circle repetitous words.
 (editing checklist)
 • Conventions-verb tense
by:
 1. Working on Self Editing
Skills
 2. Teaching Annabelle how to
identify the verbs
 3. Model and practice- active
verbs


Additional Information:
- Annabelle was given the WTW assessment a week prior to tutoring beginning as part of her end of nine weeks assessments. Due to this, I
received the score sheet (without the student copy) from her teacher